Accounting for Difference and Diversity in Language Teaching and Learning in Colombia

This article calls for locally grounded approaches to the teaching of foreign languages in Colombia, in an attempt to recognize difference, diversity and heterogeneity. To that end, I first present a critical review of how traditional language teaching methods fail to offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that influence language learning and teaching. The review also considers the current historical moment in Colombia in which a nation-wide linguistic policy is being implemented. Second, there is a clear reference to the Post method Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, I highlight the value of having glocal educational perspectives for foreign language teaching (FLT) in the context of post method pedagogies. Finally, this reflection underlines the importance of research in general and action research in particular, to propose locally sensitive teaching actions as discussed throughout the paper.